A HEALTH AND SAFETY NEWSLETTER FOR CALIFORNIA CHILD CARE PROFESSIONALS
Published by the California Childcare Health Program (CCHP), a program of the University of California, San Francisco School of Nursing (UCSF)
Preparing Young Children for Disasters
C
aring for children when they are not with their parents is a huge responsibility. This is
especially true in the event of a disaster. Consider the types of disasters your community
might face. In California nearly every kind of disaster can occur. Depending upon where
you live, you will need to prepare for those possibilities.
Young children may not understand the seriousness of a disaster, but talking to them about
disasters in terms they can understand will help keep them safe. Imagine how a young child might
react during a disaster. He or she may whimper, cry, scream, run away, want to be held, regress, refuse
to cooperate, be immobile with fear or withdraw. Now imagine how that child might react if they
have practiced how to respond. Teaching young children what to do in a disaster will help protect
them from harm. Here are some things that can be taught:
Evacuation Use a special “emergency” rhyme or song, play a “line-up” game or have a special
whistle or bell to gather children together for evacuation. Use simple, matter-of-fact words and a
calm but serious tone when practicing with children.
Duck, Cover and Hold Talk about what happens in an earthquake. Demonstrate how to duck
under a sturdy object such as a table, cover your head and neck with your arms and hold there until
the shaking stops. Show children the safest places to be in each room in case of an earthquake. Use
images or characters to help children understand, for example, give the command: “lizards crawl
under your rocks” or “turtles go into your homes.”
Move away from windows Teach children to keep away from windows since they could get hurt
from shattering glass.
Crawl along the floor Children can learn to crawl along the floor to avoid smoke inhalation in
case of fire.
Stop, Drop and Roll Teach children this response to burning clothing.
Resources and References:
Head Start Disaster Preparedness Workbook, http://www.cphd.ucla.edu/headstart.aspx
American Academy of Pediatrics, Children and Disasters ww.aap.org/disasters/child-care.cfm
NACRRA, Children and Disasters, http://www.naccrra.org/disaster/
Emergency/Disaster Preparedness for the Child Care Center, CCHP, http://www.ucsfchildcarehealth.org/pdfs/
healthandsafety/EmergencyEN061406_adr.pdf
vol. 22 no. 1
January +
February 2009
2
Planning Emergency Preparedness Drills
3
Postpartum Depression
4
Diabetes
Fun Ideas for
Emergency
Preparedness
5
Dietary Fat
6
Communicating
with Parents about
Developmental Delays
7
Integrated Pest
Management: Rodents
8
Health and Safety
Resources
by Bobbie Rose RN
www.ucsfchildcarehealth.org
Happy New Year!
Our best wishes for a
d
happy, safe and healthy
new year for you and
all the children in
your care.
Child Care Health Connections is published six times
per year, providing up-to-date health and safety information for the child care community. PDF versions of
past issues may be downloaded from our website at
www.ucsfchildcarehealth.org
Due to cost increases, effective January 2009,
Child Care Health Connections will be reduced in size
from 12 to 8 pages. Contact us at (510) 204-0930
with any questions or concerns.
d
ask the nurse
A HEALTH AND SAFETY NEWSLETTER FOR CALIFORNIA CHILD CARE PROFESSIONALS
Published by the California Childcare Health Program (CCHP), a program of the University of California, San Francisco School of Nursing (UCSF)
Child Care Health Connections is a bimonthly
newsletter published by the California
Childcare Health Program (CCHP), a community-based program of the University of
California, San Francisco School of Nursing,
Department of Family Health Care Nursing.
The goals of the newsletter are to promote
and support a healthy and safe environment
for all children in child care reflecting the
state’s diversity; to recreate linkages and
promote collaboration among health and
safety and child care professionals; and to be
guided by the most up-to-date knowledge of
the best practices and concepts of health,
wellness and safety. Information provided
in Child Care Health Connections is intended
to supplement, not replace, medical advice.
Major support for this publication is
provided by the California Department of
Education/Child Development Division.
Funding for the articles on safe pest management is provided by the California Department of Pesticide Regulation (DPR).
Six issues of Child Care Health Connections
are published each year in odd-numbered
months at the subscription rate of $25/year.
Emergency Preparedness Plan
Q
A
I’m updating our emergency preparedness plan and it seems
there are too many things to think of for just two drills a year
as licensing requires. Any suggestions?
While child care regulations require two emergency drills per year, monthly
planning and drills may spread out the workload and improve preparedness.
Below is a sample schedule. The list can be customized to fit your program,
specific disaster threats in your community and at your site. Local emergency planners, fire and police departments can be called upon to help determine and
solve specific threats. (The children will love seeing a fireman at your site!)
SEPTEMBERFire
Drill-simple evacuation-prepare children and staff, inform parents of
emergency plans, obtain parent and staff contacts, and out of state contacts, share
yours with parents
OCTOBEREarthquake-drop, cover, hold, review plans (LIC form 9148), staff assignments,
survey site for hazards and fix
NOVEMBERShelter in Place- (for chemical/hazardous spill), identify working radio (batteries,
crank, solar) and write emergency radio stations on radio, check procedures listed
in the B1 section of the white pages of the phonebook.
DECEMBERFire-Blocked Exit-practice evacuation using another route from each room, the
facility and from the premises
Newsletter articles may be reprinted without permission if credit is given and a copy
of the issue in which the reprint appears
is forwarded to the California Childcare
Health Program at the address below.
JANUARY
MARCH
ire-Smokey-have children and staff crawl out of building, charge fire extinF
guisher, check fire alarm batteries. Have children practice Stop, Drop and Roll
Subscriptions, Renewals, Inquiries
APRIL
Earthquake-Update parent and staff emergency contacts
Contact CCHP at (800) 333-3212 or
cchp@ucsfchildcarehealth.org.
MAYMedical emergencies-review contents of first aid kits, and plans for children and
CCHP Program Office
1950 Addison St., Suite 107
Berkeley, CA 94704
T (510) 204-0930
F (510) 204-0931
Earthquake-Evacuation to relocation site
FEBURARYLock Down-update signs, signals, and communication for various emergencies,
practice locking doors, drawing window shades, identify safe place in room.
staff with special needs. Review and renew first aid training
JUNEFire-Community-evacuation, learn about exposure to smoke from community
fires
JULY
Earthquake-review and update supplies
AUGUSTPreparation-have staff review and update sketch of facility LIC form 999, update
LIC forms 610
California Child Care Healthline
(800) 333-3212
healthline@ucsfchildcarehealth.org
www.ucsfchildcarehealth.org
Newsletter Editors
A. Rahman Zamani, MD, MPH
Judy Calder, RN, MS
Tahereh Garakani, MA Ed
Bobbie Rose, RN
Victoria Leonard, RN, FNP, PHD
January + February 2009
Essential planning tools are available from Community Care Licensing (www.ccld.ca.
gov), including the mandated forms mentioned above as well as two great self assessment
guides, Disaster Planning and How to Make Your Child Care Center a Safer Place for
Children (links below). Healthline, 800-333-3212, also has appropriate handouts and can
refer you to additional resources.
www.ccld.ca.gov/res/pdf/DisasterGuideforHomesCenters.pdf
www.ccld.ca.gov/res/pdf/HowtoMakeChildCareCenterSafe.pdf
by Judy Calder, RN, MS
www.ucsfchildcarehealth.org
child care health connections
infant + toddler care
Postpartum Depression
P
ostpartum depression (PPD) is the most common
medical problem in new mothers. It occurs in 10%
to 20% of new mothers, and in 25% of young and
socioeconomically disadvantaged mothers. It occurs in women
from diverse cultures and in new fathers as well. Anxiety is a
prominent feature of PPD. Unfortunately, fewer than half of
cases of PPD are recognized and treated.
What is PPD?
Many women get the “baby blues” after the birth of a baby;
they may cry more easily, have trouble sleeping, feel irritable, sad, or anxious. These symptoms typically last for only a
few days/weeks after birth. But for some women, the symptoms get worse and don’t go away. They may be unable to
enjoy their infants, have fatigue, appetite problems, suicidal
thoughts, thoughts of harming their infant, feelings of inadequacy as a parent, or difficulty concentrating.
Why is PPD important?
Research shows that interactions between depressed new
mothers and fathers and their babies may be impaired and
the child’s development may be negatively affected. Infants as
young as 3 months are very good at detecting their mother’s
mood and changing their own behavior in response to it. For
example, infants of depressed mothers vocalize less and make
fewer positive facial expressions than infants of mothers who
are not depressed.
Researchers have found that:
•Children whose mothers were depressed are at least twice
as likely to develop long-term behavioral problems and
have poorer cognitive performance at 4 years
•Depressed parents are less likely to engage in healthy
feeding and sleep practices with their infants
•Depressed mothers are more likely to discontinue
breastfeeding
•Toddlers of depressed mothers are more insecurely
attached to their mothers.
treatments and treatment benefits both the mother and her
children. For example, when depressed mothers receive medication for PPD, their children are less likely to be diagnosed
with mental health problems themselves.
A screening tool, the EPDS-3, has been shown to be effective for identifying PPD. It includes three questions:
•I have blamed myself unnecessarily when things went
wrong;
•I have felt scared or panicky for no very good reason;
•I have been anxious or worried for no good reason.
Women who report that they agree with these three statements some or most of the time should be referred. Every
California county has a mental health crisis intervention
number (see resources below); many of these numbers have
someone available 24 hours a day.
ECE professionals can improve the lives of the children in
their care by screening mothers for PPD and offering them
referral information, offering information about mental
health resources, providing educational materials about PPD
(see resources below) and its effects on children and families,
and tracking how depressed mothers and children are doing.
Resources:
California County Mental Health Departments contact information:
www.dmh.ca.gov/docs/cmhda.pdf
Depression during or after pregnancy: A Resource for Women, Their
Families, and Friends
ftp://ftp.hrsa.gov/mchb/pregnancyandbeyond/depression.pdf
Postpartum Support International, PSI Postpartum Depression
Helpline: 1.800.944.4PPD
http://postpartum.net/
Support for Postpartum Families flyer:
http://postpartum.net/wp-content/uploads/2008/06/
psi-sp-en-family-brochure4.pdf
Postpartum Depression Awareness Poster
http://postpartum.net/wp-content/uploads/2008/04/
psi-awareness-poster.pdf
What can be done for mothers that you suspect
may have PPD?
by Vickie Leonard, RN, FNP, PhD
It is important to identify a potentially depressed mother
and refer her for evaluation, diagnosis and treatment. Both
psychotherapy and antidepressant medications are effective
child care health connections
www.ucsfchildcarehealth.org
January + February 2009
staff health
Diabetes
D
iabetes is a serious disease that causes high blood sugar
and affects about 24 million Americans or about 8% of
the population. The rate of new cases has increased by
about 90 percent in the last decade. This increase is said to be a
linked to obesity and sedentary lifestyles. Over time, high blood
sugar can lead to heart disease, stroke, high blood pressure, blindness, kidney disease, nervous system damage, amputations and
dental disease.
• A history of gestational diabetes
• High blood pressure
• High cholesterol
• Low activity level (exercise fewer than three times a week)
• History of cardiovascular disease
• Obesity
The more of these risk factor you have, the greater your risk for
diabetes.
Types of diabetes
• Type 1 diabetes means that the body does not make insulin.
Insulin is a hormone that is needed to convert sugar, starches and
other food into energy needed for daily life. People with this
form of diabetes need insulin every day. Young children with diabetes usually have type 1. At this time, there is no known
prevention for type 1 diabetes.
• Type 2 diabetes means the body does not make or use insulin
well. It is the most common form of the disease--90 percent to 95
percent of new cases are type 2 rather than type 1. Many people
with type 2 diabetes can control their blood sugar by eating
healthy meals, following an exercise program, losing excess
weight, and taking oral medication. Some people with type 2
diabetes may also need insulin to control their blood glucose. In
the last decade, as the rate of type 2 diabetes has increased, the
disease has begun to affect more children and adolescents. It is
possible to take steps to prevent type 2 diabetes.
• Another type of diabetes can occur when a woman is pregnant.
That is called gestational diabetes. It can cause complications in
the pregnancy and raises a woman’s risk and the child’s risk of
getting diabetes later.
Steps to lower your risk for type 2 diabetes
Research shows that people at risk for type 2 diabetes can prevent
or delay getting the disease by
1.Making moderate diet changes like avoiding easily digested
carbohydrates from white bread, white rice, potatoes, pastries, chips, sugared sodas, and other highly processed foods
and eating more fiber such as whole grain breads and highfiber breakfast cereals (without sugar.) Replace transfats and
saturated fats with healthy fats such as olive oil, canola oil,
fish, seeds and nuts.
2.Modestly increasing physical activity such as walking 20-30
minutes a day five days a week.
3.Losing weight; even a small amount of weight will help lower
your risk.
Risk factors for diabetes
You are at greater risk for diabetes if you have:
• A parent, brother or sister with type 2 diabetes
•A family background that is Alaska Native, American
Indian, African American, Hispanic/Latino, Asian American, or Pacific Islander.
Resources and References:
Some people have type 2 diabetes and don’t know it
Symptoms include: increased thirst, increased hunger, tiredness,
increased urination, especially at night, weight loss, blurred vision
or sores that do not heal. See your doctor if you have any of these
symptoms, you are 45 or older, overweight or have one or more of
the risk factors.
National Diabetes Education Program, www.ndep.nih.gov/
Harvard School of Public Health, Nutrition Source, www.hsph.harvard.
edu/nutritionsource/
Centers for Disease Conrol and Prevention, www.cdc.gov/diabetes/
index.htm
by Bobbie Rose RN
Fun ideas to build skills and knowledge for disaster preparedness:
• Plan a field trip to the fire station or have your local fire fighters visit your program.
• Provide for dress up and dramatic play with costumes for fire fighters, first responders and emergency workers.
• Develop a science theme with books and activities about earthquakes, tornados, floods, blizzards etc.
• Play games like follow-the-leader so that children can learn to move together in an orderly way.
• Play “turtle” and have children pretend to be turtles by crouching down, covering their heads and holding still.
• Play “lizards under rocks” and have children pretend to be lizards seeking shelter under a sturdy table.
January + February 2009
www.ucsfchildcarehealth.org
child care health connections
parent’s page
Dietary Fat and Healthy Choices
T
here is a well established link between poor diet and
various diseases, and one of the major contributors is
over use of fat and oil. In addition to causing weight gain
and obesity, eating too much fat or too much of the wrong type
of fat may contribute to other serious health problems, including
heart disease.
Overweight children are at higher risk
Overweight children are at risk for type 2 diabetes, high cholesterol and high blood pressure— problems more commonly seen
in adults. New studies also suggest that children who are overweight or have high cholesterol show early warning signs of heart
disease.
Not all fats are created equal
Fat has many important functions and is necessary for growth
and development of young children. Dietary fat is needed for
brain development and production of hormones. It is necessary
for the absorption of the fat-soluble vitamins such as vitamins A,
D, E and K, and is also the major storage form of energy in the
body.
While fat is an essential part of our healthy diet, too much fat
can cause health problems. Since some fats are more harmful
than others, in addition to watching your total fat, you must also
pay attention to the type of fat you are eating.
Three major types of fats
There are three main types of fats found in food and oils.
1.Unsaturated fats, found in plant foods and fish, are
seen as neutral or even beneficial. The best of them are:
A.monounsaturated, found in avocados and olive,
peanut, sesame oil, most nuts and canola oils
B.polyunsaturated, found in most vegetable oils such
as corn oil, cottonseed oil, sunflower, etc
C.omega-3 fatty acids, found in oily fish such as albacore tuna and salmon
2.Saturated fats, in which carbon atoms are fully hydrogenated, are found in meat and other animal products,
such as butter, lard, cheese, and milk (also in palm and
coconut oils). Eating too much saturated fat can raise
blood cholesterol levels and increase the risk of heart
disease.
child care health connections
3.Trans fats, come from adding hydrogen to vegetable
oil, a process transforming them into a more solid state.
They are found in stick margarine and commonly used
in cakes, cookies and commercial snack and fried foods.
Trans fat consumption has been linked to an increased
risk of heart disease and needs to be avoided.
Should your children eat only low- fat,
low-cholesterol foods?
Since fat is an essential nutrient and fatty foods are not the lone
culprit behind the obesity epidemic, it should not be severely
restricted.
According to the American Academy of Pediatrics, if your
child is younger than 2 years and overweight or has a family history of high cholesterol or heart disease, reduced fat dietary
choices may be appropriate. Always check with your child’s health
care provider or registered dietitian before restricting fat in your
child’s diet.
For children between the ages of 2 and 5, provide foods with
less saturated fat, trans fat and total fat. By age 5 their food
choices, like yours, should include heart-healthy food like low-fat
dairy products, skinless chicken, fish, lean red meats, whole
grains, fruits and vegetables.
References and Resources
Cholesterol: Should you worry about your child’s levels?
Fact Sheets for Families, online at www.ucsfchildcarehealth.org
Overweight and Obesity. Fact Sheets for Families, online at
www.ucsfchildcarehealth.org
American Academy of Pediatrics (AAP) at www.aap.org
www.ucsfchildcarehealth.org
by A. Rahman Zamani, MD, MPH
.
January + February 2009
inclusion insights
Communication with Parents About
Their Child’s Developmental Delays
A
ll parents are concerned about establishing a clear
understanding and maintaining good communication with their child care providers/caregivers to
facilitate the care of their child. When communication is frequently around difficulties in caring for the child, parents may
become concerned that caregivers blame them for their child’s
problems. In addition, parents may be concerned that information shared with the caregiver might be used to discriminate
against their child and family.
•Screen all children using a valid and standardized developmental Screening Tool (e.g., Ages and Stages)
•Arrange for a private room in which to meet
•Have a copy of a parent consent form
•Invite the parent for a discussion/meeting
•Take into account cultural and language concerns
•Get community resources and referral options; make sure to
have an agency’s contact information
•Make an agenda for the meeting
Be Supportive
Parents rely on support from others around them (i.e. child care
providers/teachers, health care providers, friends, and relatives.)
They sometimes endure difficult communication about their
child’s delays, misbehavior and special needs. These discussions
can cause anxiety and defensiveness. Alternatively, as a caregiver or teacher, you can lessen their nervousness by imparting
your knowledge about early intervention. Sharing your opinion
about all children is required and you are obligated to inform
parents about their children’s skills based on developmental
milestones.
A child care setting that is operating a developmentally appropriate program has happy children and, naturally, will have
happy parents. Parents and knowledgeable caregivers/teachers
together will develop respectful and trusting conditions so they
can communicate easily.
Provide Information
As a child care provider you are responsible to educate and orient your parents to child development, operation, laws, policies,
and of licensing procedures. They should be informed of your
day-to-day operation in addition to health and safety, screening,
observation, consents, confidentiality policy, emergency preparedness, updated information on community resources, and
the benefits of early intervention for children with special need.
Prepare for communication with parents
Prior to your meeting with parents about any child’s developmental delays or special needs, carefully prepare yourself with
the following:
•Observe the child in many settings and on many days, and
document exactly what you see and hear that concerns you
•Be sure the child has been under your care enough time to
feel comfortable with you and the environment (at least 30-45
days)
•Gather information from the child’s Health History, Physical
Examination, Dental Examination
January + February 2009
Initiate your communication
•Assure confidentiality on the discussions
• Share the items in your agenda
•Begin with talking about child development and the skills
their child possesses, then discuss the areas that you and the
parent need to work together on to help improve the child’s
development.
•Talk about early intervention and how it helps to better the
child’s skills
•Share the community resources that fit the needs of the child
(The Regional Center or the School District)
• Ensure the parent of your willingness to assist and guide
• Be honest and factual.
Please remember that you are there to help the family take the
next steps, and learn how to advocate for their child. Followup with parents and encourage them to have a voice for their
child.
For more information contact CCHP 800-333-3212.
Resources and References
The Hilton /Early Head Start Training Program,
Sonoma State University, Training binder
www.ucsfchildcarehealth.org
by Tahereh Garakani, MA Ed
child care health connections
growing up green
Integrated Pest Management of
Rodents in ECE settings
R
odents are common pests in the United States. The
most common rodent pests are the roof rat, the Norway
rat, and the house mouse. Rodents can cause damage
by gnawing, urination, defecation and nesting activities. They
can also spread diseases and cause fires by damaging electrical
equipment. To protect the health of children and staff in ECE
settings, we need strong integrated pest management programs
(IPM) to manage rats and mice.
Why are rats and mice a problem?
Usually it’s because humans are providing them with the food,
water and shelter that they need. Rats often live in packs, so if
you see one, there may be many. Rats can reproduce every 2-4
months. If not properly managed, a rat infestation will rapidly
increase.
Rats and mice are most active at night. The first sign of rodents
is often strange noises in the evening coming from the attic, inside
walls or in ceilings. If you observe rodents in your environment
during the day, you likely have a serious infestation.
Managing rodent infestations:
Many people use poisons to get rid of rodents, but poisons will
not solve a rodent problem unless a comprehensive IPM plan is
put into place. If rodents are killed but habitat and food are still
available, other rodents will likely move in to replace the dead
ones. IPM strategies to control rodents include:
• Careful inspection of the environment for signs of rodents:
rodent droppings around animal food dishes or other sources
of food, burrows in the ground, evidence of nests under firewood. It is important to know whether you have roof rats or
Norway rats in order to place traps or baits in the most effective locations (see CCHP’s Health & Safety Note, Integrated
Pest Management for Rodents).
• Rodent-proofing: prevent rodents from getting into buildings through holes in walls, around pipe entries, through
sewer outlets, and under doors. This is the simplest approach
to rodent control. Mice can fit through a hole as small as ¼inch. Rats fit through a ½-inch hole.
•Use metal flashing, hardware cloth and copper wool to seal
floor drains, vents, holes, and gaps around pipes
• Garbage management: Garbage is the main source of food
for rats in most areas.
child care health connections
•Store food waste in sealed plastic bags; place bags in rodentproof containers.
•Clean garbage cans and dumpsters frequently to prevent the
build-up of food waste.
•Keep dumpsters on a hard impermeable surface as far away
as possible from the building.
• Trapping is an important component of rodent control.
The snap trap is considered to be the most humane method
of trapping rodents.
•Place traps with the baited end perpendicular to walls so
rodents will be caught approaching from either direction.
•Rats are trap-shy and will avoid traps. To improve their
effectiveness, put the traps out with bait, but do not set them
for several days until the rats are used to them.
Resources
CCHP Health & Safety Note, Integrated Pest Management for Rodents
UC Davis IPM for Rats: www.ipm.ucdavis.edu/PMG/PESTNOTES/
pn74106.html
by Vickie Leonard, RN, PhD
Integrated Pest Management
Grant and Survey
California Childcare Health Program has a new grant funded by
the California Department of Pesticide Regulation to develop
a curriculum and handouts for child care providers on integrated pest management (IPM). Our colleague, Dr. Bradman,
at the University of California, Berkeley Center for Children’s
Environmental Health Research is conducting the first phase
of this project by asking 2,000 randomly selected child care
providers to complete a short survey about pesticide use and
pest management practices in their facility. If you receive a
survey in the mail, please complete it. If you don’t receive a
survey, you can go to the web site below and complete the
questions. Your answers will help us learn about the kinds
of pest problems faced by California child care facilities and
the things we can do to help you keep these problems from
harming our children. At the end of the survey, you can enter
a drawing for a $100 gift certificate. To complete the survey
go to www.childcareipm.info.
www.ucsfchildcarehealth.org
January + February 2009
health + safety resources
Lead in Mexican candy: The California
Poison Control System has launched English and Spanish websites to inform
consumers about lead in Mexican candy.
The sites contain current information on
candy products tested for lead in California
as well as education materials and
resources for retailers.
English: www.leadinmexicancandy.com;
Spanish: www.plomoendulcesmexicanos.
com
New Study Debunks Popular Belief
That Kids Hate Veggies: According to
conventional wisdom, getting kids to eat
their fruits and veggies is an uphill battle.
But a new study released today by First 5
California shows that California preschoolers like a variety of fruits and vegetables as
well as healthy drinks like milk. To help parents and caregivers of young children
prepare healthy snacks and meals, First 5
California is releasing a free mini-cookbook
filled with affordable and quick recipes
developed by nutritionist and popular TV
personality, Chef LaLa. Yummy for Your
Tummy also features important nutritional
information, tips on healthy portion sizes
for kids, and instructions for reading nutrition labels. The bilingual recipe booklet is
available free to all California families by
calling 1-800-KIDS-025 or visiting www.
first5california.com .
The American Academy of Pediatrics
handout Preventing the Flu in 2008-2009:
Strategies and Resources for Child Care
Providers and Out-of-Home Caregivers
has been updated and is now available on
the homepage of the Section Web site:
www.healthychildcare.org/.
Keeping Children Safe: A Policy Agenda
for Child Care in Emergencies: The
Keeping Children Safe Report is the beginning of a campaign to raise awareness,
change policy, and ensure that the child
care and emergency management communities can work together to protect the
Mypyramid for Preschoolers:
Use
MyPyramid to help your preschooler eat
well, be active, and be healthy. You can
find information on creating a customized
meal plan for the 2-5 year old child, as
well as find resources on picky eaters,
physical activity, food safety and healthy
eating
habits.
www.mypyramid.gov/
preschoolers/index.html
California Child Care Heatlh Program
1950 Addison Street, Suite 107
Berkeley, CA 94704-1182
CHANGE SERVICE REQUESTED nation’s children during a time of crisis.
The Report explains and details many
complicated child care and disaster terms
and regulations. Additionally, it outlines
current child care and disaster policies,
local, state, and federal policy recommendations, and next steps on how to move
this initiative forward.
Online at:
www.naccrra.org/disaster/docs/Disaster_
Report.pdf
American Academy of Pediatrics (AAP)
Literacy Kit: This updated Literacy Toolkit
is an interactive web-based resource
designed to help health professionals
encourage all parents to read with their
children. The site is meant to introduce a
wide variety of strategies and tools to support the mission of promoting child
development and future school success.
There are evidence based tips for parents
available in a variety of languages for parents of all reading levels, posters, book
lists for a variety of ages and topics, and
links to many helpful resources. Many of
these resources can easily be adapted for
use by early childhood professionals. Visit
the toolkit at www.aap.org/literacy.